O sistema mineiro de avaliação e equidade da educação pública e o dilema da qualidade

• Ano de defesa: 2022
• Autor(a) principal: Almeida, Fernanda de Moura
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Políticas de Avaliação Externa; External Evaluation Policies; Responsabilização; Accountability; Qualidade educacional; Educational quality; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/37731; http://doi.org/10.14393/ufu.di.2023.7003

This master's research is included in the line of State, Policies and Management in Education, from the Graduate Program in Education at the Faculty of Education of Federal University of Uberlandia. The guiding problem of the research was: Considering the restructuring of Simave in 2016, with the implementation of the Evaluative Itineraries of Minas Gerais, what do the documents indicate for the quality of education in Minas Gerais? The general objective was to analyze the restructuring of Simave, with the implementation of the Evaluative Itineraries of Minas Gerais in the period from 2016 to 2018. The specific objectives were aligned as follows: situating Simave as an educational regulation policy for quality control, inserted in the context of intervention of international agencies in Brazilian education; understand the restructuring of Simave since Fernando's government Pimentel (2015 – 2018); to analyze the proposals of the Mine Assessment Itineraries Gerais; explore the conception of quality of education present in the documents that structure the Itineraries. For the study, with a qualitative approach, we carried out a study bibliographical and documentary based on the assumption of the content analysis method addressed by Bardin (1977) for interpretation and understanding of data and research object. Data analysis and research discussion were guided by the ideas of Afonso (2001, 2013, 2018), Bourdieu (2015), Brooke (2006), Charlot (2007), Cury (2017), Dale (2001), Dourado and Oliveira (2009), Freitas (2004, 2007, 2012, 2016, 2018), Lima and Rodríguez (2008) etc. Data analysis allowed us to understand the concept of targeted quality by the indices of large-scale external evaluations. We evidenced in the data collected in the period from 2015 to 2018 the principles of accountability, meritocracy and accountability, and we note continuity in the 2019 data. The documents revealed the educational quality aligned with the concept of equity interpreted by neoliberals, and adopted in documents issued by International Organizations, such as equality of opportunities, which distances itself from the search for social equality. We highlight the omission or the lack of involvement of the School Board in the analyzed data. In this way, we complete the intense influence of International Organizations in the development of public policies that promote the accountability of the School and lead to the process of privatization of public schools.